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Please see the section on Course Description Symbols and Terms in the University Catalog for an explanation of course description terminology and symbols, the course numbering system, and course credit units. All courses are lecture and discussion and employ letter grading unless otherwise stated. Some prerequisites may be waived with faculty permission. Many syllabi are available on the Chico Web.

This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience. 3 hours lecture.
(003010)

This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours discussion. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020922)

Field practicum in general education cross-cultural setting. Development of awareness of the general education curriculum, instruction and management teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom maangement techniques, and participating in collaborative activities. 1 hour seminar. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading.
(020480)

Introduction to Teaching EnglishLearners for Level I Education Specialists

3.0

SM

Prerequisites: Admission to Special Education Level II program.

An introduction to the knowledge, skills, and dispositions necessary to teach in a diverse classroom setting, including a conceptual framework for the learning and teaching of English learners. This course also provides students with an understanding of how to collaborate with families of English learners. California English Language Development Standards are introduced and applied to the classroom through the development of a case study. 3 hours seminar.
(020445)

Literacy and Academic Access for English learners: Level I Education Specialists

3.0

FA

Prerequisites: SPED 517.

This course addresses the pedagogical theories, principles and practices for English language acquisition and development. Reading and writing strategies to promote English learners' access to and achievement in the academic content standards are addressed. Students utilize assessment information to diagnose English learners' language abilities and to design lessons that foster receptive and productive language processes. This course embeds current educational research with practical appliation to school settings. 3 hours seminar.
(020444)

Prerequisites: SPED 343 or equivalent. This course is also offered as
PSYC 516
.

Study techniques used in assessing skills and needs of general and exceptional learners. Topics include examination of standardized tests in general and special education; use and interpretation of standardized test results; development and use of teacher-made techniques for assessment; principles of curriculum-based assessment; and consideration of cultural and linguistic diversity factors in assessment. Activities focus on construction of teacher-made instruments and on administration and scoring of selected standardized tests. This course is part of the Level I preparation program for education specialists in mild/moderate/severe disabilities. Enrollment is normally limited to Special Education Credential candidates. Other students may enroll with faculty permission. 3 hours seminar.
(007958)

Prerequisites: Admission to Special Education professional preparation program or faculty permission.

Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 2 hours activity. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(003128)

Guidance, support, and assistance for special education interns and Level II candidates. University advisor facilitates the local support network and functions as a resource and communication link among candidates, support providers, and University faculty. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(020005)

Prerequisites: Admission to Special Education professional preparation program or faculty permission.

This course focuses on strategies and methodologies of elementary school instruction in mathematics for general and special education. Prospective teachers examine relevant learning theory, practices, current research, recommendations, and state and national standards and framework documents pertaining to mathematics instruction. Included are strategies integrating modern technologies, problem solving, and manipulations. Practice in writing, delivering, and evaluating mathematics lessons and utilizing appropriate assessment practices. 2 hours seminar.
(009294)

This course focuses on the principles and practices of elementary school instruction in language arts, fine arts, mathematics, science, and social studies and national and state curriculum and subject matter standards. It includes selecting appropriate instructional strategies, lesson planning, assessment, service learning, writing goals and objectives, and methods for enhancing critical thinking and content area reading skills to meet the educational needs of culturally and linguistically diverse students. 3 hours lecture.
(009295)

Methods for Teaching Science/Social Science/Arts: General and Special Education

3.0

FA

Prerequisites: Admission to Special Education teacher preparation program or faculty permission.

This course addresses the major themes and basic fields of study underlying science, social science, and fine arts, K-6, and includes the instructional strategies, materials, and assessment formats that allow students to investigate areas of study. Fields of science history/social science and fine arts include the content standards for California public schools, current research, and national curriculum documents. 3 hours lecture.
(009296)

This course focuses on the management of safe and effective learning environments and facilitates positive self-esteem and self-advocacy for all learners. It includes knowledge of behavior management models, varying communication styles that impact learning and strategies for promoting behavior that is positive and self-regulatory. 2 hours seminar.
(009298)

Prerequisites: SPED 564 and admission to Special Education professional preparation program.

This course focuses on establishing and maintaining an educational enrironment where interventions are positive, proactive, and respectful of students. It includes the knowledge and skills in designing and implementing positive behavior support plans and intervention based on functional analysis assessments. 2 hours seminar.
(009299)

Prerequisites: Concurrent enrollment in or prior completion of SPED 343.

Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 3 hours discussion. You may take this course more than once for a maximum of 15.0 units.
(015978)

This is a survey course recommended for students interested in autism spectrum disorders. Content includes: characteristics and educational needs of students within autism spectrum, including social, familial, biological, cultural and legal contexts; characteristics of effective programs including evidence-based practices and effective communication with support services. Includes a service-learning experience. 3 hours seminar.
(021050)

This course is for special topics offered for 1.0-3.0 units. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See the Class Schedule for the specific topic being offered. 3 hours seminar.
(009310)

This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 3 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(009311)

Prerequisites: Admission to Special Education Level II program or faculty permission.

Identification of effective models and strategies for teaching students with mild/moderate disabilities based upon data-based decision making. Content is individualized to address professional Level II standards for Mild/Moderate Specific Emphasis. 3 hours discussion.
(003161)

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Study of techniques for developing programs that are critical, functional, and comprehensive across life skills, community, vocational, social, and cognitive domains. Emphases on individualized learning styles, use of adaptations and instruction in integrated natural environments. 3 hours discussion.
(003101)

Instructional Strategies for the Behaviorally and Emotionally Disturbed

3.0

FA

Prerequisites: Admission to Special Education Level II program or faculty permission.

Legal issues of eligibility, assessment, and placement of students with serious emotional and behavioral needs; identification and research on effective service delivery models; instructional strategies and curriculum materials for teaching students with behavioral and emotional disturbances. 3 hours seminar.
(003163)

Prerequisites: Admission to Special Education Master's Program or faculty permission.

A seminar on the critical issues and practices in the treatment and education of persons with disabilities. M.A. candidates are assisted in defining and developing their contribution to scholarship in this field. 3 hours seminar.
(003166)

Overview of history, trends, and legal mandates concerning mainstreaming. Alternative forms of mainstreaming and use of specialized curriculum and strategies for the exceptional child in the regular classroom. Review of research and evaluation of mainstreaming. 3 hours seminar.
(003090)

This course has a dual focus and targets the specialized pedagogy and differentiated curriculum for two distinct populations: English learners and students with exceptional needs. Candidates investigate the history and research related to both population, and apply pedagogical theories to assessments, practices and evidence-based strategies for teaching English learners and students with exceptional needs. 3 hours lecture.
(020990)

SPED 660A

Teaching English Learners I

1.0

SM

Prerequisite: Conditional admission to Professional Preparation Program. This course is also offered as
EDTE 660A
.

This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
(021099)

SPED 660B

Teaching English Learners II

1.0

FA

Prerequisite: EDTE 660A or SPED 660A. This course is also offered as
EDTE 660B
.

This course prepares candidates to develop the nowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students¿ access to and achievement in the academic content standards are addressed. Candidates will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
(021098)

Prerequisite: Admission to RTR program. This course is also offered as
EDTE 661
.

This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. In addition, candidates learn techniques and strategies related to collaborative practices including co-teaching, coaching, tiered interventions, and professional learning communities to support the academic achievement of all students. 3 hours lecture.
(021005)

SPED 661A

Collaborative Practices in Public Schools

2.0

SM

Prerequisites: Conditional admission to Professional Preparation Program. This course is also offered as
EDTE 661A
.

This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
(021102)

This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving students with special needs. The course emphasizes roles and relationships of families and professionals involved in the special education service delivery process, as well as support process including pre-referral services an interactions, student study/student success teams, IEP/ITP teams and co-teaching models. This course is also designed to develop understanding and application of laws and regulations, which relate specifically to federal, state, and local master plan compliance requirements in special education. Candidates apply knowledge of child and adolescent development, learning, and behavior theories with students in carefully selected and monitored residency placements. 1 hour lecture.
(021103)

Prerequisite: Admission to RTR program. This course is also offered as
EDTE 662
.

This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. 18 hours supervision. Credit/no credit grading.
(021006)

Prerequisite: Admission to RTR program. This course is also offered as
EDTE 663
.

This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course enables candidates to deliver a comprehensive program of systematic instruction in reading, writing, and related language arts that is aligned with the California English Language Arts Academic Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
(021007)

This course addresses organization and management of differentiated reading and social communication instruction and interventions to meet the needs of the full range of learners. In this course, students demonstrate competence in administering, interpreting and utilizing the results of formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Students conduct assessments, provide instruction, and special education services to individuals with academic language and/or communication needs in the areas of language and literacy development, including specific literacy's required to meet state-adopted content standards and student IEP goals. Students learn how to apply these literacy assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Students learn how to use assistive technology for purposes of enhancing literacy and communication and increase access to the general education curriculum. 3 hours seminar.
(021048)

Prerequisite: EDTE/SPED 662 and permission of program. This course is also offered as
EDTE 665
.

This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidates engage in site-based inquiry and action research. 18 hours supervision.
(021058)

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Development of conferencing, guidance, and referral skills for use with students and their families. Development of sensitivity to multicultural, community-based and socio- economic factors involved in serving the individual and family. 2 hours seminar.
(009313)

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Principles and practices of the use of technology in the classroom including distance communication; selecting appropriate hardware and software for assessment and data collection purposes; instructional strategies, the enhancement of critical thinking and problem solving skills, and assistive technology to meet the needs of students with disabilities. 2 hours seminar.
(009314)

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Curriculum, instructional models, methods, and materials for students with mild/moderate disabilities. Modifications of core curriculum and instructional approaches used in specialized or generalized settings. 3 hours discussion.
(003100)

This course is designed to develop understanding and application of laws and regulations which relate specifically to federal, state, and local master plan compliance requirements in special education. 1 hour discussion. You may take this course more than once for a maximum of 3.0 units.
(003108)

The purpose of this course is to provide education specialist candidates and interns with in depth knowledge of educational services for students who have an Autism Spectrum Disorder (ASD). Students evaluate and apply evidence based practices in language curricula, core curricula and behavioral programs and strategies designed specifically for K-12 students with ASD. Students in this course learn and apply appropriate accommodations, modifications and other academic supports for students with ASD in general education environments. 3 hours seminar.
(021049)

Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.

Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, general education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. Development of conferencing, guidance and referral skills for use with students with disabilities and their families. Development of sensitivity to multicultural, community-based, and socio-economic factors involved in serving the individual and family. 3 hours lecture.
(009312)

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

This course is designed to provide participants with an in-depth examination of basic behavioral theory and principles of learning as they apply to classroom management of exceptional students. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(003094)

University Catalog
California State University, Chico
400 West First Street
Chico, CA 95929